CATs for CS: The Library

Types of CATs

• Application-Cards
• Approximate-Analogies
• Background-Knowledge-Probes
• Categorizing-Grids
• Concept-Maps
• Defining-Features-Matrices
• Direct-Answer
• Directed-Paraphrasings
• Focused-Listings
• Memory-Matrices
• Mini-Dramas
• Minute-Paper
• Muddiest-Point
• Opinion-Poll
• Student-Test-Questions

Application-Cards: (back to top)

• Conditional Application Cards: (xml)
  Instructors can find out how well students understand possible instances in which they use conditionals in their lives.
• Longest Distance Application Cards: (xml)
  Instructors can find out how well students understand how to apply various algorithmic techniques to a computationally hard problem that appears to be just a variation of the shortest-path problem.
• Memory Performace Application Cards: (xml)
  Instructors can find out how well students understand how to apply knowledge of how memory and caches work in order to explain unexpected performance results in algorithms.
• Memory Usage Sorting Application Card: (xml)
  Instructors can find out how well students understand how to select a sorting algorithm for a scenario involving limited memory availability.
• Removing Old Date Application Cards: (xml)
  Instructors can find out how well students understand how to choose among various data structures for a specific scenario. In this scenario, students are asked to infrequently remove old data from the structure.
• Removing and Resorting Application Cards: (xml)
  Instructors can find out how well students understand how to select an approach for implementing a solution to a scenario involving efficiently inserting and removing data as a batch process.
• Resorting Lists Application Cards: (xml)
  Instructors can find out how well students understand how to select a sorting algorithm for reordering a list that's already been sorted under a different criterion.

Approximate-Analogies: (back to top)

• Schema Approximate Analogies: (xml)
  This CAT allows instructors to find out if students understand the relationship between a program and a schema These responses should show how students connect new concepts to ones with which they are already familiar.
• Syntax and Semantic Errors: (xml)
  This CAT allows instructors to find out if students understand the differences between a syntax and a semantic error and to discover relationships between these concepts in another domain.

Background-Knowledge-Probes: (back to top)

• Background Knowledge CAT: (xml)
  This survey provides a picture of students' prior experience with computers and programming.
• Terminology Background Knowledge Probe: (xml)
  This probe is meant to provide a picture of the students' prior knowledge of computer science terms.

Categorizing-Grids: (back to top)

• Analysis Categorizing Grid: (xml)
  This activity allows instructors to see if students are aware of the computational complexities of several common algorithms.
• Permutations and Combinations Categorizing Grid: (xml)
  This activity allows instructors to determine how well students can differentiate between when to use permutations and when to use combinations.
• Integer vs. Integer Array Categorizing Grid: (xml)
  This activity allows instructors to see if students are aware of when it is best to use a single integer or an array of integers.
• Ints vs. Floats Categorizing Grid: (xml)
  This activity allows instructors to see if students are aware of when it is best to use an integer or a floating-point number.
• Input/Output Categorizing Grid: (xml)
  This activity allows instructors to see if students understand if concepts are associated with input, with output, or with both.
• P vs. NP Categorizing Grid: (xml)
  This activity allows instructors to see students' knowledge regarding the elements within P and NP.
• Structs vs Arrays CAT: (xml)
  This activity allows instructors to see if students understand appropriate uses of arrays and structs.

Concept-Maps: (back to top)

• I/O Concept Map: (xml)
  This activity allows instructors to see how students group various concepts related to input and output.

Defining-Features-Matrices: (back to top)

• Array Defining Features Matrix: (xml)
  This CAT allows instructors to find out if students understand the similarities and differences between an array of integers and an integer variable.
• Java Naming Convention Defining Features Matrix: (xml)
  This exercise lets instructors see how well students can properly name methods, classes, and variables in Java.
• Sorting Defining Features Matrix: (xml)
  This exercise gives instructors the chance to find out if students understand the similarities and differences between various sorting algorithms.
• Structures and Arrays Defining Features Matrix: (xml)
  This CAT allows instructors to find out if students understand the similarities and differences between an array and a struct as data structures.

Direct-Answer: (back to top)

• Complex Conditions Direct Answer: (xml)
  Instructors can find out if students can apply De Morgan's laws correctly to conditionals.
• Math Expressions Direct Answer: (xml)
  This activity allows instructors to see if students understand how to simplify arithmetic expressions in C.

Directed-Paraphrasings: (back to top)

• Functions Directed Paraphrasing: (xml)
  This activity allows instructors to see how well students can communicate technical ideas (in this case, functions in programming) to non-technical people. The ability to converse with non-technical people is important in the field of programming.
• Software Directed Paraphrasing: (xml)
  This activity allows instructors to see how well students can communicate technical ideas (in this case, computers and software) to non-technical people. The ability to converse with non-technical people is important in the field of programming.

Focused-Listings: (back to top)

• Abstract Data Type Focused Listing: (xml)
  This activity allows instructors to see what students associate with the concept of abstract data types.
• Debugging Style Focused Listing: (xml)
  This activity allows instructors to see what students associate with debugging in reference to programming.
• File I/O Focused Listing: (xml)
  This activity allows instructors to see what terminology students associate with the term "file" in the context of the C programming language.
• Primitive Types Focused Listing: (xml)
  This activity allows instructors to see what concepts students associate with various primitive types.
• Recursion Focused Listing: (xml)
  This activity allows instructors to see what students associate with recursion.
• Security Focused Listing: (xml)
  This activity allows instructors to see what students associate with the term security in reference to computers.
• Programming Style Focused Listing: (xml)
  This activity allows instructors to see what students associate with good programming style.
• Testing Style Focused Listing: (xml)
  This activity allows instructors to see what students associate with testing in reference to programming.
• Binary Tree Focused Listing: (xml)
  This activity allows instructors to see what students associate with various implementations of binary trees.
• Variables Focused Listing: (xml)
  This activity allows instructors to see what concepts students associate with the term "variable" in the context of programming. This assessment tool also allows instructors to determine what learners recall as the central points related to a variable or what misconceptiosn learners might have.

Memory-Matrices: (back to top)

• Functions Memory Matrix: (xml)
  This CAT allows instructors to find out if students understand the definitions and requirements of a function definition in Java.

Mini-Dramas: (back to top)

• Method Invocation Drama: (xml)
  This CAT allows instructors to find out if students understand the execution of a method call in terms of control flow and data flow. This activity will give students a chance to design their own model of a method call and help them remember the actions associated with a method call.

Minute-Paper: (back to top)

• Minute Paper: (xml)
  This activity allows instructors to collect written feedback about what students are understanding in lecture. This tool also gives students an opportunity to summarize the important points made in a lecture and to ask questions of the instructor anonymously.

Muddiest-Point: (back to top)

• Muddiest Point: (xml)
  This activity allows instructors to collect written feedback about what students are not understanding in lecture.

Opinion-Poll: (back to top)

• Ethics Opinion Poll CAT: (xml)
  This CAT provides a mean of determining the classroom opinion on an ethical situation related to computer science.
• Sorting Opinion Poll: (xml)
  This exercise reveals the classroom opinion in regards to what sorting algorithm should be used for a specific scenario.

Student-Test-Questions: (back to top)

• Student-Generated Exam Question: (xml)
  This activity allows instructors to collect written feedback about what students think are the most important concepts discussed in lecture.

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